THE CENTER FOR ACADEMIC INTEGRITY - October 1999
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T H E F U N D A M E N TA L
VA L U E S O F
ACADEMIC INTEGRI T Y
T H E C E N T E R F O R ACA D E M I C I N T E G R I T Y
October 1999
A N I N V I TAT I O N
A s this document on The Fundamental Values of
Academic Integrity makes clear, academic integrity is
essential to the success of our mission as educators. It
also provides a foundation for responsible conduct in
our students’ lives after graduation. The Center for
Academic Integrity, a consortium of 200 colleges and
universities, seeks to encourage campus conversations
about this vital topic. Since 1997, the Center has made
its home at Duke in affiliation with our Kenan Ethics
Program. Its presence has been a wonderful asset to the
efforts of Duke students, faculty, and administrators in
promoting academic integrity on our campus. I am
especially pleased, therefore, to have the opportunity to
share the Center’s work with colleagues in higher
education across the country.
It can be difficult to translate values, even widely-shared
values, into action—but action is badly needed now to
promote academic integrity on our campuses.
Researchers agree that rates of cheating among
American high school and college students are high
and increasing. Professor Donald McCabe of Rutgers
University, founder of the Center for Academic
Integrity, has found that more than 75 percent of
college students cheat at least once during their
undergraduate careers. Particularly alarming is research
continued
1
gathered by Who’s Who Among High School Students
indicating that 80 percent of high-achieving, college-
bound students have cheated, that they think cheating is
commonplace, and that more than half do not consider
cheating a serious transgression. New technologies have
also made it easier to cheat: the Educational Testing
Service notes that one website providing free term papers
to students has averaged 80,000 hits per day.
Not all the news is depressing. The Center for Academic
Integrity’s research shows that campus norms and
practices, such as effective honor codes, can make a
significant difference in student behaviors, attitudes, and
beliefs. The organizations listed here join me in urging
our colleagues in higher education to read and discuss
this document and to pursue its recommendations for
institutional action. All of us—faculty, administrators,
students, trustees, and concerned alumni—have a
responsibility to get involved. Raising the level of student
academic integrity should be among our highest priorities
on college and university campuses.
Nannerl O. Keohane
President, Duke University
2
The following organizations have expressed support for
The Fundamental Values of Academic Integrity.
Alliance for Higher Education
American Association for Higher Education
American Association of University Administrators
Association for Student Judicial Affairs
Association of Catholic Colleges and Universities
Association of College Honor Societies
Association of College Personnel Administrators
Center for Applied and Professional Ethics,
Central Missouri State University
Center for Ethics in Public Policy and the Professions,
Emory University
Center for Professional Ethics, Manhattan College
College Board
Educational Testing Service
Institute for Global Ethics
John Templeton Foundation
Kenan Ethics Program, Duke University
King’s College Center for Ethics and Public Life
National Association of State Universities and
Land-Grant Colleges
National Association of Student Personnel Administrators
National Collegiate Athletic Association
National Consortium for Academics and Sports
National Institute for Native Leadership in Higher Education
National Intramural-Recreational Sports Association
North Central Association of Colleges and Schools,
Commission on Institutions of Higher Education
Program on Ethics and Public Life, Cornell University
William and Flora Hewlett Foundation
The Values Institute, University of San Diego
3
W H AT I S A C A D E M I C I N T E G R I T Y
A N D W H Y I S I T I M P O R TA N T ?
Higher education and society benefit when colleges and
universities have standards of integrity that provide the
foundation for a vibrant academic life, promote scientific
progress, and prepare students for responsible citizen-
ship. Many institutions, however, have neither
A CADEMIC INTEGRITY defined academic integrity nor expressly com-
mitted to it. Others explain academic integrity
IS A COMMITMENT, EVEN
merely by listing behaviors that are prohibited
IN THE FACE OF ADVERSITY, rather than by identifying values and
TO FIVE FUNDAMENTAL behaviors to be promoted.
VALUES: HONESTY, TRUST, The Center for Academic Integrity (CAI)
FAIRNESS, RESPECT, AND defines academic integrity as a commit-
RESPONSIBILITY. FROM
ment, even in the face of adversity, to five
fundamental values: honesty, trust, fairness,
THESE VALUES FLOW
respect, and responsibility. From these
PRINCIPLES OF BEHAVIOR values flow principles of behavior that
THAT ENABLE ACADEMIC enable academic communities to translate
ideals into action.
COMMUNITIES TO
TRANSLATE IDEALS An academic community flourishes when its
members are committed to the five fundamental
INTO ACTION.
values. Integrity is built upon continuous conversa-
tions about how these values are, or are not, embodied in
institutional life. As these conversations connect with
institutional mission statements and everyday policies and
practices, a climate of integrity is sustained and nurtured.
Vigorous academic integrity policies and procedures, with
faculty and student support, promote the learning process
and the pursuit of truth. This also helps create a stronger
civic culture for society as a whole.
Research by CAI members and many others shows that
student cheating is on the rise and that the pressures and
opportunities for dishonest behavior are increasing in
many academic and professional contexts. Thoughtful,
wide-ranging, and effective action is required to reverse
these trends. The CAI invites educators, students, and
citizens to contribute to this effort.
4I. H O N E S T Y
An academic community of integrity advances the
quest for truth and knowledge by requiring intellectual
and personal honesty in learning, teaching, research, “Most of my professors
and service. give honest, truthful
feedback in response to
Honesty is the foundation of teaching, learning, research, my assignments.”
and service and the prerequisite for full realization of trust, STUDENT AT CAI
fairness, respect, and responsibility. Campus policies CONFERENCE
uniformly deplore cheating, lying, fraud, theft, and other
dishonest behaviors that jeopardize the rights and welfare
of the community and diminish the worth of academic “The ability of the
degrees. university to achieve its
purposes depends upon the
Honesty begins with oneself and extends to others. In the quality and integrity of
quest for knowledge, students and faculty alike must be the academic work that its
honest with themselves and with each other, whether in faculty, staff, and students
the classroom, laboratory, or library, or on the playing field. perform. Academic freedom
can flourish only in a
Cultivating honesty lays the foundation for lifelong
community of scholars
integrity, developing in each of us the courage and insight
which recognizes that
to make difficult choices and accept responsibility for
intellectual integrity, with
actions and their consequences, even at personal cost.
its accompanying rights and
responsibilities, lies at the
How do faculty and heart of its mission.
administrators demonstrate Observing basic honesty in
honesty and integrity on one’s work, words, ideas,
your campus? and actions is a principle
to which all members of
What effect do their the community are required
examples have on student to subscribe.”
behavior? “RIGHTS, RULES,
RESPONSIBILITIES”
Honesty
PRINCETON UNIVERSITY
1995
Honesty 5II. T R U S T
An academic community of integrity fosters a climate of
mutual trust, encourages the free exchange of ideas, and
enables all to reach their highest potential.
People respond to consistent honesty with trust. Trust is
also promoted by faculty who set clear guidelines for
assignments and for evaluating student work; by students
who prepare work that is honest and
thoughtful; and by schools that set
clear and consistent academic stan-
dards and that support honest and
impartial research.
“This semester a professor Only with trust can we believe in
excused me from taking a the research of others and move
test at the normal time forward with new work. Only with
and allowed me to choose trust can we collaborate with individuals,
the time and date when I sharing information and ideas without fear that
could make it up. Mutual our work will be stolen, our careers stunted, or our reputa-
trust was built from day tions diminished. Only with trust can our communities
one of this semester and believe in the social value and meaning of an institution’s
has influenced the way I scholarship and degrees.
approach the course. I feel
an obligation to my teacher
to perform to the best of What is the general climate of trust that exists on your
my ability, which I credit campus?
to the respect we have
for one another in our What specific behaviors indicate the presence or absence
different roles.” of trust?
STUDENT AT CAI
CONFERENCE
trust
6
trustIII. F A I R N E S S
An academic community of integrity establishes clear
standards, practices, and procedures and expects fairness
in the interactions of students, faculty, and administrators.
Fair and accurate evaluation is essential in the educational
“Our definition of...
process. For students, important components of fairness
academic dishonesty... is
are predictability, clear expectations, and a consistent and
clearly [spelled] out and
just response to dishonesty. Faculty members also have a
easily understood. Therefore,
right to expect fair treatment, not only from students but
if a case should arise, there is
also from colleagues and their administration.
an equally set standard, fair
All campus constituencies have a role in ensuring fairness, process, and sanction.”
and a lapse by one member of the community does not ADMINISTRATOR AT
excuse misconduct by another. Rationalizations such as CAI CONFERENCE
“everyone does it” or “the curve was too high” do not
justify or excuse dishonesty.
“Students expect their
academic work to be fairly
and fully assessed. Faculty
Are students on your campus
members should use—and
treated fairly?
continuously revise—forms
What specific behaviors of assessment that require
indicate the presence or active and creative thought,
absence of fairness? and promote learning
opportunities for students.”
In what settings are issues of
“MESSAGE FOR NEW
fairness discussed? STUDENTS: THE IMPORTANCE
OF ACADEMIC INTEGRITY ”
SYNFAX WEEKLY REPORT
SEPTEMBER 1, 1997
Fairness
Fairness 7IV. R E S P E C T
An academic community of integrity recognizes the
participatory nature of the learning process and honors
Respect
and respects a wide range of opinions and ideas.
To be most rewarding, teaching and learning demand
active engagement and mutual respect. Students and
Respect
faculty must respect themselves and each other as individ-
uals, not just as a means to an end. They must also respect
themselves and each other for extending their boundaries
of knowledge, testing new skills, building upon success,
and learning from failure.
Students show respect by
“I have instructors who attending class, being on time,
are very good about citing paying attention, listening to
sources for their lectures. other points of view, being
Seeing faculty members prepared and contributing to
cite the work of their discussions, meeting academic
colleagues sets a good deadlines, and performing to the
example for members best of their ability. Being rude,
of the class.” demeaning, or disruptive is the
STUDENT AT CAI
antithesis of respectful conduct.
CONFERENCE
Members of the faculty show
respect by taking students’ ideas
“Academic dishonesty
seriously, providing full and hon-
is a corrosive force in
est feedback on their work, valuing their aspirations and
the academic life of a
goals, and recognizing them as individuals.
university.” All must show respect for the work of others by acknowl-
UNIVERSITY OF MARYLAND edging their intellectual debts through proper identifica-
COLLEGE PARK, 1997 tion of sources.
Once again, the interdependence of the values that
“As a scholar, one should constitute academic integrity becomes apparent. Part of
be generous in acknowl- respecting people involves fair and honest treatment, and
edging the work of other all of this supports an environment of trust.
scholars, for their work
makes possible one’s own.” Do students, faculty, and administrators demonstrate
respect for one another on your campus? In what ways?
Resp
“ACADEMIC HONESTY IN
THEWRITING OF ESSAYS
AND OTHER PAPERS”
CARLETON COLLEGE, 1990
8V. R E S P O N S I B I L I T Y
An academic community of integrity upholds personal
accountability and depends upon action in the face of
wrongdoing.
Every member of an “Blaming, blaming,
academic community blaming!! Many faculty
— each student, blame lack of integrity on
faculty member, and student apathy. Many
administrator — students blame faculty for
is responsible for not upholding policy. Both
upholding the don’t uphold their own
integrity of scholar- responsibilities out of fear
ship and research. Shared responsibility distributes the or lack of trust in the other
power to effect change, helps overcome apathy, and group. Each group needs to
stimulates personal investment in upholding academic uphold [its] own
integrity standards. responsibility and do it
well, without making
Being responsible means taking action against wrongdoing,
excuses, for academic
despite peer pressure, fear, loyalty, or compassion.
integrity to truly flourish.”
At a minimum, individuals should take responsibility for STUDENT AT CAI
their own honesty and should discourage and seek to CONFERENCE
prevent misconduct by others. This may be as simple as
covering one’s own answers during a test or as difficult as “A primary responsibility
reporting a friend for cheating, as required by some honor assumed by students is to
codes. Whatever the circumstances, members of an discourage violations of the
academic community must not tolerate or ignore Honor Code by others.
dishonesty on the part of others. Various methods are
possible. Drawing
On your campus, do students understand their attention to a suspected
responsibility for honest academic work? violation may stop it.
Moral suasion may be
How do you know? effective. Initiating formal
procedures is a necessary
Is there a shared understanding of students’ responsibility
and obligatory remedy
to take action in the face of misconduct by others?
when other methods are
How do you know?
inappropriate or have
Responsibility failed. Faculty members
have like responsibilities
ponsibility
when suspected violations
come to their attention.”
STANFORD UNIVERSITY, 1996
9HOW TO DEVELOP A STRONG
P RO G RA M F O R ACA D EM I C
INTEGRITY
The call to promote academic integrity places responsibili-
ty upon everyone in the educational community to balance
high standards with compassion and concern. From its
study of the processes and practices of successful academic
integrity programs, the Center for Academic Integrity has
developed seven recommendations that are appropriate to
every institution of higher education.
An academic institution should:
1. Have clear academic integrity statements, policies, and
procedures that are consistently implemented.
2. Inform and educate the entire community regarding
academic integrity policies and procedures.
3. Promulgate and rigorously practice these policies and
procedures from the top down, and provide support to
those who faithfully follow and uphold them.
4. Have a clear, accessible, and equitable system to
adjudicate suspected violations of policy.
5. Develop programs to promote academic integrity
among all segments of the campus community. These
programs should go beyond repudiation of academic
dishonesty and include discussions about the
importance of academic integrity and its connection to
broader ethical issues and concerns.
6. Be alert to trends in higher education and technology
affecting academic integrity on its campus.
7. Regularly assess the effectiveness of its policies and
procedures and take steps to improve and rejuvenate them.
All institutions should encourage actions and policies that
promote and justify the values of academic integrity and
highlight their interconnectedness. Campus dialogue,
national conversation, and institutional action are the keys
to the process of strengthening academic integrity. Our
campus cultures and our civic culture will be the better for
these efforts.
10THE PROJECT ON
F U N D A M E N TA L V A L U E S OF
ACA D EM I C I N T E G RI T Y
This project was established to define a set of fundamental
values of academic integrity; identify and describe policies
and practices that support and sustain these values; and
distribute the project’s conclusions and recommendations.
The project received financial support from the William
and Flora Hewlett Foundation and from the Kenan Ethics
Program.
The Center for Academic Integrity is a consortium of
approximately 200 colleges and universities and 500 indi-
vidual members from those institutions. It was established
in 1992 to identify and affirm the values of academic
integrity and to promote their achievement in practice.
For additional information about the Center, please visit
our website at http://www.academicintegrity.org or contact
us at:
The Center for Academic Integrity
Box 90434
Duke University
Durham, North Carolina 27708
Telephone: 919.660.3045
Fax: 919.660.3049
The Center for Academic Integrity is affiliated with the
Kenan Ethics Program at Duke University in Durham,
North Carolina.
I
A
C
11AC K N OW LED G M EN T S
When board members of the Center for Academic Integrity
assembled at Duke University in September 1997 to identify
the fundamental values of academic integrity, we could hear
the echoes of generations of scholars and teachers who have
promoted honorable behavior on campuses. Generous finan-
cial support and encouragement from the William and Flora
Hewlett Foundation enabled us to focus on a statement that
would make our collective wisdom available to other schools.
This statement was discussed and refined at conferences
held at the University of San Diego and at Babson College.
The result was this document, The Fundamental Values of
Academic Integrity.
Many people collaborated on the statement, but we
especially thank Sally Cole of the Center for Academic
Integrity, Larry Hinman of the University of San Diego,
Elizabeth Kiss of Duke University, and Jeanne Wilson of
the University of California at Davis for their intellectual
and editorial leadership. At critical times, each of these
individuals helped us move forward.
Heartfelt thanks go also to the hundreds of students,
faculty, and administrators who have made helpful and
critical comments, offered examples and quotes from their
own campuses, and reinforced our conviction that the
fundamental values of honesty, trust, respect, fairness, and
responsibility offer an important conceptual structure
within which to look carefully at one’s own approach to
academic integrity issues on a campus.
Finally, thank you to the hundreds of individual members
of the Center for Academic Integrity. Without their energy
and enduring involvement, this project could not have
been attempted.
This publication was designed and produced for The Center for Academic
Integrity by the Office of College Relations at Oakton Community College,
Des Plaines, Illinois.
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